The third component of a strategy for effectively educating children with ADHD
involves physical classroom accommodations. Children with ADHD often
have difficulty adjusting to the structured environment of a classroom, determining
what is important, and focusing on their assigned work. They are easily distracted
by other children or by nearby activities in the classroom. As a result, many
children with ADHD benefit from accommodations that reduce distractions in the
classroom environment and help them to stay on task and learn. Certain accommodations
within the physical and learning environments of the classroom can benefit children
with ADHD.

Special Classroom Seating Arrangements
for ADHD Students

One of the most common accommodations that can be made to the physical environment
of the classroom involves determining where a child with ADHD will sit. Three
special seating assignments may be especially useful:

Seat the child near the teacher. Assign the child a seat near your desk or the front of the room. This
seating assignment provides opportunities for you to monitor and reinforce
the child's on-task behavior.

Seat the child near a student role model. Assign the child a seat near a student role model. This seat arrangement
provides opportunity for children to work cooperatively and to learn from
their peers in the class.

Provide low-distraction work areas. As space permits, teachers should make available a quiet, distraction-free
room or area for quiet study time and test taking. Students should be directed
to this room or area privately and discreetly in order to avoid the appearance
of punishment.

Instructional Tools and the
Physical Learning Environment

Skilled teachers use special instructional tools to modify the classroom learning
environment and accommodate the special needs of their students with ADHD. They
also monitor the physical environment, keeping in mind the needs of these children.
The following tools and techniques may be helpful:

Pointers. Teach the child to use a pointer to help visually track written words
on a page. For example, provide the child with a bookmark to help him or her
follow along when students are taking turns reading aloud.

Egg timers. Note for the children the time at which the lesson is starting and the
time at which it will conclude. Set a timer to indicate to children how much
time remains in the lesson and place the timer at the front of the classroom;
the children can check the timer to see how much time remains. Interim prompts
can be used as well. For instance, children can monitor their own progress
during a 30-minute lesson if the timer is set for 10 minutes three times.

Classroom lights. Turning the classroom lights on and off prompts children that the noise
level in the room is too high and they should be quiet. This practice can
also be used to signal that it is time to begin preparing for the next lesson.

Music. Play music on a tape recorder or chords on a piano to prompt children
that they are too noisy. In addition, playing different types of music on
a tape recorder communicates to children what level of activity is appropriate
for a particular lesson. For example, play quiet classical music for quiet
activities done independently and jazz for active group activities.

Proper use of furniture. The desk and chair used by children with ADHD need to be the right size;
if they are not, the child will be more inclined to squirm and fidget. A general
rule of thumb is that a child should be able to put his or her elbows on the
surface of the desk and have his or her chin fit comfortably in the palm of
the hand.